Page 64 - CMS Grade 1 Field Test Sampler

Birds’ Amazing Bodies
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„ Read the remainder of the riddle and ask students to quietly put their thumb at their chest if they think they know the type of animal being described.
„ Tell students that on the count of three, they will do a microphone share; anyone can shout out his or her answer to the riddle.
„ Students are likely to guess that feathers and beaks are the mystery body parts.
„ Ask a few students to share speci c clues from the riddle that helped them solve it.
„ Tell students that throughout this unit they are going to learn so much about feathers and beaks!
Meeting Students’ Needs
„ For ELLs and students who may need additional support with Vocabulary: (Defining Words) Invite students to explain the meanings of riddle, unique, and vibrant. Invite students to recall any relevant prior knowledge. (Examples: Remind students of the riddle from Unit 1 and that vibrant was paired with colorful in their shades of meaning investigation.) (MMR)
„ For students who may need additional support with auditory processing: Provide a visual display of the questions for discussion. (MMR)
Work Time
A. Reading Aloud: Flight School (10 minutes)
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Refocus students whole group.
Display Flight School. Share with students that this book will help them begin to learn about how special body parts of birds help speci c birds do di erent things. Draw students’ attention to the title of the book and read the title aloud.
While still displaying the text, complete a rst read of the text, reading slowly, uently, with expression, and without interruption.
Using a total participation technique, invite responses from the group:
“What was this book mostly about?” (a penguin who wants to y but who is not able to do so without some special feathers given to him by his friends)
“What special bird body part was this book about?” ( feathers)
Turn and Talk:
“What are other special body parts that birds have?” (beaks, feathers, feet, etc.)
“How do these body parts help them do di erent things?” (Responses will vary, but may include: beaks help them eat; feathers keep them warm.)
Circulate as students talk and target a few students to share out.
If productive, cue students to add on:
“Who can add on to what your classmate said? I’ll give you time to think.” (Responses will vary.)
Tell students that during this unit they are going to investigate two of these special bird body parts—beaks and feathers—and research how these parts help birds survive.
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12/6/18 3:25 PM
Unit 2: Lesson 1